Tuesday, December 15, 2009

Now that was interesting--the Big Ideas Fest 2009. I came away from this confluence of conversations more convinced than ever that the work of education is ripe for change.

Brewster Kahle set a bold tone from the beginning by calling for “universal access to all knowledge.” Using the work of the Internet Archive as a frame for the discussion, he challenged the preconceptions that we technically or logistically can’t make this vision real. His dream of a digitally fueled, open, and mobile-device-accessible version of the Library of Alexandria was a grand stretch of the mind. Why not? Seeing the progress of the Open Library project in particular gives us hope.

Alan Kay pushed forward, challenging participants—all of whom were working through an education innovation design process made up of identifying, designing, prototyping, and scaling action collabs—to move beyond just big ideas. He argued that all big ideas challenge common sense, but they are only meaningful when they transform into powerful ideas. He used the example of the common sense notion of not too long ago that “kings are natural and normal.” The big idea that challenged this conventional wisdom came from folks like Thomas Paine, who maintained it is not the King that is the law, it is the law that is king. But such a big idea in and of itself is impotent until it is put into action. It became a powerful idea in practice through documents like the United States Constitution.

He argued that while most would point to technology as a big idea with powerful potential, unfortunately, it was mostly used to dress up conventional approaches. Most uses of technology in education have been to imitate or animate paper, or to automate or expedite existing processes and techniques. Can we leverage technology tools in a way that is really supporting a big idea and leading toward a powerful idea?

But wrapping the four days into a bow for me was the thread of conversation from the fabric of student experience. For example, students from Road Trip Nation participated in the fest, sharing their stories and interviewing the on-site educators. They wove in an important personal connection to this convocation: “I didn’t drop out, I was pushed out---and no one came looking.”

Adding to this chorus was Sandy Shugart’s poetry and song-filled, after-dinner dialogue on our ability to truly connect with the rising post-modern student. Are we ready to hear their stories, accept their voices, and truly care about their condition? Or will they simply be reduced to data points in a customized, technology-infused, newly-minted learning infrastructure? Can we create authentic and meaningful connections with students? If so, could it be that these connections will count most in a post-industrial creative economy? Could both of these be true: All high touch with no high tech is unnecessarily restrictive and regressive while all high tech with no high touch is necessarily impersonal and impotent?

Of course, as with any stimulating event, more questions were raised than were answered. But that’s what made it satisfying. And working to answer these questions using tools like the innovation design process with the passion proposed by Yvonne Chan—“proceed until apprehended!”—seems like a great idea.

With support from a broad base of foundations, corporations, and non-profit organizations, Big Ideas Fest intends to bring innovative doers and thinkers from all levels of education together to explore “big ideas in education” that will better position us for a post-industrial world. From small moves to big systemic change, everything is on the table.

The Obama administration’s US Department of Education, under the leadership of Arne Duncan, is being praised for their approach to this challenge, which includes a push for new, novel, and data-informed change models. From its Race to the Top initiative for K-12—see David Brooks outlook on this program in today’s NY Times—to the $12 Billion community college initiative, they are clearly hoping to push the envelope. And they are not alone. I just spent three days in Alberta, Canada, attending their Inspiring Education event. Under the leadership of their Minister of Education, Dave Hancock, they have engaged a deep, thoughtful, and long-term process to explore how they bring new, innovative, and inspiring strategies to their education system on the road ahead.

It is indeed a time for big ideas. It’s why I’m excited to join conversations like the Big Ideas Fest. It’s why I continue to be impressed by not only the large-scale initiatives outlined above, but by the day-to-day innovations, insights, and inspirations that come from the classroom teachers, caring administrators, and hard-working staff that I meet across the country and around the world. Somewhere in this mix are the game changing strategies that can help us better connect with students, and help them move more purposely down the pathway to possibility that is education.

Wednesday, September 16, 2009

I’ve been uncomfortable with the metaphor of digital natives and digital immigrants for some time. The idea behind it is that some are “born into” the world of technology; they’ve grown up with it—like Don Tapscott’s Grown Up Digital—and have an almost intuitive sense of what it can and should do. Others who are older, or on the wrong side of the digital divide, are cast as immigrants busily trying their best to assimilate—or aggressively not (think Luddite).

While a compelling concept that is certainly useful at some level, the digital native metaphor makes it sound like the digital immigrant will always be on the outside looking in. It feels too much like a fixed wall between haves and have nots. Most important, I know too many incredibly tech-savvy “seasoned” professionals for whom this metaphor doesn’t hold at all. They intuit circles around their supposedly “native” students when it comes to technology use. There has to be a better way of thinking about these differences.

We all know technology white belts—beginners who either want to or have to begin their instruction and are taking their first steps. They’re awkward, they make mistakes regularly, and they can be quite dangerous. Black belt martial artists will quickly tell you it’s far more dangerous to spar an untested white belt than a trained fighter with control. White belts often swing wildly and are less aware of the power of their strikes. The world is full of white belt technology users. From the hasty forwarding of obvious scam emails to posting strange comments on your Facebook wall to excitedly responding to requests for bank information from Nigerian royalty, they’re not hard to spot.

Up the belt levels we go. Green belt technology users have learned the basics, are more in control, and are beginning to see how they can use technology without being used by it. Brown belt users have significant skill sets using a wide array of technology tools, but still have much to master—particularly the issue of balancing technology use with the art of mindfully relating with others.

Black belt users have mastered the core skills. They have control of why, how, and when they use technology. Most important, as in the martial arts, they have a sense of responsibility to help others learn their art. Also, black belts know there is much more to learn—it’s the beginning of their journey. As they move up the degrees of their black belts, they master more and more but realize how much they still don’t know.

I especially like the belt metaphor because it focuses on growth, development, and mastery—not existing states that aren’t likely to change. Much like Gladwell’s Outliers: The Story of Success, it doesn’t glorify innate gifts as much as it recognizes effort, experience, and insight—not to mention the good fortune to have access to the tools and teaching. For example, faculty members and students at colleges that have focused Centers for Teaching and Learning that provide technology use and instructional design support systems are simply much more fortunate and likely to better leverage technology. They have a much stronger techno-edu-dojo, if you will.

The metaphor also works because black belts in both martial arts and technology often intimidate us. There’s an air of mystery to their mastery. But as black belts in both arenas will confess, their mastery is less about mystery and more about a continually focused effort, the willingness to try, and an openness to learning.

Thursday, June 18, 2009

It was the ocean’s fault. Having grown up on the west coast, I’ve always been struck by the ability of an ocean view to give me pause. It’s like nature grabs me by the shoulders and commands me to pay attention, telling me, “You need to take a moment.” This time it was an east coast moment in Myrtle Beach, South Carolina, on vacation with my family. Even while swirling in the glorious maelstrom that is a family vacation with four kids, an ocean view-induced bout of introspection—about introspection—grabbed me by the shoulders.

Over the last year, I’ve been leading focus groups and holding dialogs with educators nationally and internationally exploring the question of readiness. Will our students be ready for the dramatic changes on the road ahead? Will we be ready to help them get ready? Is our education system up to the task? Given the dramatic changes at hand, what are the essential skills our students need to possess?

Out of these conversations, teachers, employers, government leaders, and parents have consistently highlighted the value of introspection as a transcendent learning skill—a skill that can prepare students to rise above their current state and achieve more. However, outside of the laudable efforts of the writing across the curriculum movement over the last few decades, introspection is a practice that many are not comfortable weaving into their instruction. At minimum, the students in our focus groups comment that the ubiquitous multiple choice tests they slog through don’t lend themselves to deep reflection. For some educators, introspection is too closely linked to religious practice. For others, it’s simply too “soft.” Still, echoing up through the passages of time, Socrates exhorts, “The unexamined life is not worth living.”

Introspection matters. Indeed, one of the key leadership lessons we review in our work with teams and individuals is the importance of going slowly—reflecting on ideas, issues, innovations, and connecting with people—so you can move quickly. Hardly the sexy, fast-paced technology tool, introspection remains a timeless skill our students need to develop and master for their learning today and their lives tomorrow.

To spark your own conversations about introspection, here’s a framework that materialized out of a couple of our dialogs. I call it “explosive introspection,” because it involves TNT: Triggers, Noise and Tools.

Also, internal triggers can lead to introspection—the sinking feeling that you’re not on the right path, something is wrong, this is not your purpose. It’s that still, small voice speaking to us in stolen moments through an intuition or insight. Listen to the lyrics of Ask for More by David Wilcox to hear the voice of these moments. While these internal triggers are often less explicit, they wield the same power as external ones.

NoiseExternal triggers seize our attention because they brandish the power to slash through the noise of our everyday lives. In our forums, people ranging from business leaders to busy parents discussed the challenge of noise. For a corporate team, noise from messy meetings and poor communication blocks them from quality reflection on major issues. For college students, the noise accompanying their newfound freedom and friends often misleads them to take dangerous, unthinking turns in their first semesters on campus. For older and returning students, the noise of list-heavy lives—caring for kids, parents, and an outside job—make contemplation difficult, reflection frustrating.

Noise plagues us all. Cell phones ring, emails ping, and kids scream in the background—the incessantly distracting world of the typical home worker. Ed Hallowell’s Crazy Busy: Overstretched, Overbooked, and About to Snap is a great read on the topic. Hallowell tackles the noise of multitasking in particular—how we go juggling through our world with persistent partial attention. We have a hard enough time listening to the person standing right in front of us, much less the still, small voice from within.

ToolsExternal and internal triggers have an inevitable and irreplaceable role in our lives. At the same time, the distracting noise of modern living is a diversion to looking within. As a result, we must expose our students to beneficial, proactive tools that lead to introspection, so they are not simply at the mercy of external events. In the realm of Continuous Quality Improvement, reflection tools like plus/delta and affinity diagramming allow teams and individuals to achieve this. For larger and more personally reflective models, see the work of the Center for Renewal and Wholeness in Higher Education. On the individual level, teachers in our groups offered tools like training students to keep a journal or simply writing one-page reflection papers. Other students and teachers noted how blogging can trigger introspection. Again, the goal is not to rely on reactive, externally triggered introspection, but to initiate proactive, internally disciplined reflection.

These triggering tools, however, must be accompanied by habits that dial down the noise—both the noise of our personal lives and the cacophony of “a world gone A.D.D.,” as Hallowell describes it. An executive in one group suggested, “Do less to do more.” I’ve always talked about reducing variables in a situation—a principle drawn from research design. Hallowell suggests challenging ourselves to reduce the multitasking and move toward a more mindful approach to situations, particularly with people. The Buddhist philosophy on the topic is simple: one. In one moment, focus on one thing, and do that one thing well.

Then there is earth, wind, and fire (no, not the band). Participants loved the arresting power of the outdoors. Absorbing a stunning view, sitting by a camp fire, and strolling down a quiet path were all mentioned as tools to help learning and reflection. Moreover, several people talked about the importance of play and fun in activating introspection. In the playful book Work Like Your Dog, Barber and Weinstein suggest 50 ways to work less, play more and earn more. How often are we encouraging our students in this direction? Not enough. Even with studies extolling the virtues of exercise and aesthetics in learning, many of our public schools are busy cutting recess and stomping out artistic reflection.

Finally, when groups examine this issue, they always arrive at the idea of ensuring that technology moves from being a problem—raging ring tones, tempting texts, seductive social networking, PowerPoint presentations with neither power nor point—to a tool of introspection. From the ability to instantly search for information that can serve as the grist of introspection to the capability of the DVR to stop live TV so a couple can take a moment to talk, this fact remains: We can harness the beast. I’ve long said we need to make sure we are using technology, not being used by it. See The Road to DotCalm in Education and Pavlovian Problems for a couple of takes on this topic. The key to remember is that, however advanced, all of our tech toys have off buttons. We just need to use them more.

Playing with TNTTomes upon tomes have been written on the topic of introspection. From religion to cognitive sciences, we have labored to harness its incredible power. And it continues to emerge as a necessary and transcendent learning skill for our students. Indeed, Harvard Professor Howard Gardner argues that introspection is an essential element of one of Five Minds for the Future – the ethical mind. As people engaged in personal development, economic development, and societal advancement, we neglect it to our peril. We need to stop and pay attention. The explosive introspection frame that has developed in these conversations is at least one way to take a breath, bring the conversation up, and reflect on the need for reflection. And if we listen closely, we just might hear the explosion of possibilities introspection can ignite.

Monday, March 23, 2009

If you’ve been working in the education field for some time, you’re used to hearing the imperatives. They are supported by compelling arguments about why education matters, why investing in education makes sense, why ignoring our education systems’ performance seems individually and collectively misguided. Still, we are challenged to make the case again and again—to ensure that education is a productive part of the national and international dialogue. Today there are at least three key imperative arguments in play.

The Individual Imperative“The unexamined life is not worth living.” Because of Socrates’ dogged commitment to seeking truth, he was being tried for corrupting young minds; yet he still challenges us with these words to question, critically evaluate, and approach the world with wonder. Critical thinking, problem solving, decision making, and the related habits of mind are at the heart of why education matters to each of us. Quality education frees us; it enables us to break the silence of status quo and look at life as our chance to add to the conversation, not just shut up and listen. Moreover, it engages us in artistic and creative pursuits that elevate and illuminate our human condition.

Of course individual economic returns count as well. Particularly today, if you want to participate in a globally connected, knowledge-fueled economy, education is the pathway to possibilities. Those without education have fewer and fewer options. While the relationship is not absolute, all you have to do is visit a prison and examine the background of those held to see that there is some relationship between education attainment and options. Whether through degree programs or quality technical training, the argument is simple: If you want to live well, learn well.

It’s the interplay of living free and well that is at the heart of the individual imperative. The education arguments aimed at you personally will almost always emphasize either the enlightenment or enlightened self-interest appeal.

The Community ImperativeIf we advance the argument to the next level—our communities—you see a natural extension. For example, if we want a true participatory democracy, we need well educated and thoughtful citizens. Emerging advanced analytics and political micro-trend analysis create new opportunities to manipulate and strategically persuade a poorly educated public. Thomas Jefferson said it best, “if we want a nation that is ignorant and free, we want what never was and what never will be.” Additionally, if we want communities with vibrant arts and related creative enterprises, a quality education system is essential.

Sadly, the data for the US are not good. Of the top thirty developed economies, ours is the only country whose 25-34 year-old cohort is actually less educated than its 45-54 year-old cohort. We used to lead the world in education attainment, but now we are falling behind. In a knowledge economy—or a creative conceptual economy as Pink likes to call it—we need brain power. The other players on the field are investing in education—China, India, Brazil, Korea, and the European Union. And while many of them have a long way to go to educate most of their citizens, they have sheer size on their side. The ubiquitous Did You Know presentations make the surprising claim that China actually has more honors students than we have students. While many of the competitive claims are a bit hyperbolic, we still must take pause and realize that, as Friedman shares, “if we want things to stay as they are [i.e., the US a leading player in the world economy], things will have to change.” For us to keep up, education must change so our economic outlook can change.

Patriotic ImperativeNot since Sputnik spurred on a massive investment in math, science, and engineering has the call been as clear: getting an education is patriotic. From Sputnik’s launch in 1957 through the 1960’s, we worried about the national defense implications of other countries advancing technologically. We invested heavily in programs and policies to enable us to jump back into the lead in science and technology.

Today, in addition to national defense, we worry about our economic competitiveness and sustainability in a world increasingly fueled by insight, innovation, and creativity. And when creativity is a commodity, we have to ask hard questions about why we’re stripping out the heart of that infrastructure in our public education system. Of course we need strong reading, writing, math, and science programs. Yet art, music, and theatre—as well as career and technical education—provide the context in which these skills are applied. Focusing on one over the other makes as much sense as going fishing only knowing how to cast.

Moreover, it is clear that we are facing increasingly complex, systemically intertwined issues: for example, medical advances and their ethical implications, the balance between access to information and privacy, and the interplay between economic expansion and environmental sustainability. There are no easy answers here; and sound-bite policy and limited thinking likely will cripple us in the long run.

President Obama made the strongest case for the patriotic imperative in his February speech to Congress. His message to kids considering leaving high school: “dropping out is not just quitting on yourself, it’s quitting on your country.” His challenge to adult learners: use our community colleges and public universities to get at least one year of higher education. He sees clearly the connection between his larger agenda and the ability of this nation to raise the bar on learning to a new level.

We Need YOU to LearnYes, education is good for us individually. It opens our eyes and—in today’s economy—it helps us feed our families. It follows that our communities are better off politically, aesthetically, and economically when more of us are educated well. However, we again find ourselves at a time when we must elevate the patriotic imperative. We need to truly become, and actively foster, a nation of learners ready and willing to embrace rookie courage, attend the latest seminar, take the extra training, and question even the most compelling claims. Indeed, our country is turning to us to say, “we need YOU to learn!”

Monday, February 02, 2009

Congratulations on running a stellar campaign and bringing such energy and enthusiasm to the electoral process. A special thank you for demonstrating what a “new generation” campaign should look like: inclusive, engaging, informative, and exciting. Your use of social networking, web resources, and advanced data analytics combined with the best of traditional campaigns—on-ground volunteers, phone banks, and community organizing—was stunning.

By the way, this is exactly what we’re looking for on the road ahead in education. We’re looking to leverage new generation technologies combined with the best of education tradition to engage, excite, and educate students in powerfully positive ways. As you noted in your campaign, education is going to be essential to prepare America to compete in tomorrow’s economy. As you well know, your administration’s aggressive environmental, health, and economic transformations will be short lived—if not abject failures—if we don’t ready our educators and educational systems to prepare our students for the change to come.

As a first step, educators need to be ready to champion digital and information literacy as a basic skill—for themselves and their students. With our students, we can’t assume that because they play video games or text endlessly that they are ready to leverage technology in the workplace or as citizens. To build digital muscle for both students and teachers, we should exercise more options to learn with new technologies. At a minimum we should expand our use of blended and online resources. This means ensuring a national broadband infrastructure for our schools, Smart Boards and projectors in our classrooms, and virtual school resources beyond the buildings. We should also explore how we bring mobile devices into learning, gaming into instruction, social networking into academic communities, and advanced analytics into assessment, counseling, and teaching.

Regarding advanced analytics, in our everyday lives, we see Amazon use these tools to give us instantaneous book recommendations, iTunes uses them to customize its “Just for You” section, and credit card companies leverage them to catch fraudulent charges. But imagine if we could use these tools to give our learners instant access to learning resources based on their assessed needs—e.g., “students like you who had these difficulties in algebra have found these web-lessons useful.” Or imagine if our counselors had analytic systems to help them identify and intervene with the most at-risk students before they dropped out. Given our dropout rates in high schools and underprepared-student challenges in higher education, the imperative to leverage these advanced analytics for more than shopping or TV watching should be an imperative.

However, as your campaign modeled, we can’t just throw out the tried and true because of tantalizing technology. We need the best of both worlds. We need to recommit ourselves to the traditions of emphasizing the human touch, fostering mindfulness in educators and students, and inspiring the best of critical thinking as we all wrestle with technology’s problems of persistent partial attention. Indeed, the longstanding tradition of educators working together to imbue our students with strong habits of mind is more important than ever before. The potential of marketers and Machiavellian special interests to manipulate this generation of kids is staggering. We must remember Thomas Jefferson’s admonition: “if a nation expects to be ignorant and free, it wants what never was and what never will be.” In today’s digital democracy, this has never been truer.

As they take on this change, our educators will need our state and federal education systems to incent and reward their efforts. As a result, our systems have to become more nimble and responsive. Our students will be learning for a lifetime, so building strong institutional partnerships between early-childhood, primary, secondary, post-secondary, and continuing workforce education (public and private) is a must. The expansion of early college high-schools, dual-enrollment programs, and institutional articulation agreements is essential.

In addition, the traditional “education pipeline” metaphor needs to be retired. Instead, we are better served as policy makers to think of our diverse students as swimming in a lifetime learning swirl—flowing in to and out of our education systems at all ages and stages. Correspondingly, policy that rewards partnerships, powers technological innovation, and recognizes and rewards student progress (e.g., laddered credentials) is vital. Moreover, we can’t just measure our success in these endeavors against static, 20th-century benchmarks. We need to embrace more complex growth models for students and diverse goal sets for institutions.

There are of course key tactical steps we have to take—continue to aggressively expand science, technology, engineering, and math education, and integrate globalization more fully into our curricula. However, it is the larger strategy of taking the best of our education traditions with the transformational tools and progressive policies at hand that will truly outfit us for the road ahead. That is the powerful lesson we can learn from your successful run for the presidency. And, like your campaign, we’ll need your leadership to take on a big-picture, 50-state strategy to drive this positive transformation.

Again, congratulations on the inspiring embrace of change in your campaign—and the happy result! Here’s hoping that we can embrace this model in our world and bring the change we need to education.

Friday, January 02, 2009

Buckle your seatbelts. 2009 is looking like a difficult year. From all reports, more homes will fall into foreclosure and retirement accounts will shrink. More businesses will close and jobs will be lost.

These challenges notwithstanding, opportunity beckons. A new administration is about to take over in Washington, bringing hope that brighter days are ahead. We’ve been promised that we’re finally going to tackle the perennial problems of healthcare, infrastructure, energy, and the environment—issues that often need a crisis to create the collective will to act.

So pick your poison. Desperation and desire are driving human motivators; and in 2009 we seem to have both in abundance. Motivation isn’t the problem. The problem we must face is getting our mind around this moment and readying ourselves to take on these challenges and opportunities in the best way possible. Put another way, our charge is to approach this coming time with the right state of mind to make the most of the moment. Here are seven ways I propose for the 2009 state of mind—a mindset that will position us for a more promising road ahead.

Tough MindedThese are not times for the faint of heart. We’ll need individuals and organizations ready and willing to face the brutal facts about what is happening in our world, work, and learning. Our challenges require good-intentioned, well-informed critical thinkers to help us move beyond angry screeds against the status quo to engaging explorations that include everything from the analyses of hard data to the work of soft reflections.

Moreover, in the face of often-harsh realities, we must not be frightened by the new and novel. From the auto industry to the banking world to failing schools to under-performing colleges, we have plenty of examples of environments ready for a thoughtful, critical look.

Action OrientedFacing hard truths can make us lose heart. Whether we’re talking about our bottom lines or drop-out rates, we may ask, “how did we ever let it get this bad?” But now is not the time for pensive pity; nor is it the time for analysis paralysis—locking ourselves in to endless loops of study and reflection and never getting on the move. 2009 is a time for action.

The disheartened lead character in the Shawshank Redemption, Andy Dufresne, said it best, “we have to get busy living, or get busy dying.” I spoke at a college convocation last year where a faculty member paraphrased this same quote when talking about a key decision point in his own career: he said, “I finally decided I had to get busy trying new things, or get busy retiring.” Let’s get busy bringing good ideas and insights to life in 2009!

Next LevelThe tough-mindedness needed for exploration and action, however, should not result in the far-too-common eager embrace of all things new. Neither should it lead to settling for small steps that make the least amount of people upset. Tepid incrementalism is not a recipe for success in 2009. We need to strive to have our actions take us and our organizations to the next level.

Sometimes going to the next level is about changing strategy and technique. Other times, it hinges on embracing the right tools and technologies. Sometimes it’s about taking the time to invest in the research and development necessary to do all of the above. It’s rarely about working harder at what we’re already doing. Expecting that to take you to the next level is the classic definition of insanity.

By honoring and learning from the past as we move boldly toward the future with an improved approach, businesses, schools, colleges, universities, government agencies, and non-profits will all be better positioned to come together and move to the next level in 2009.

Broadly ConnectedThis is no time for Bowling Alone! We need to work on connecting with our kids, parents, extended families, friends, community members, as well as our deepest sources of inspiration and sustenance. Moreover, as Goleman demonstrates in the book Social Intelligence: The New Science of Human Relationships, we need to be intentional about forming and maintaining positive social connections in the process. Indeed, in difficult times, these relationships make all the difference.

Beyond social support, these broad connections help people find jobs, solve problems, and locate learning. See Sue Waters’ conversation on Personal Learning Networks (PLN) to explore how people are using PLNs to broaden perspectives, enrich understanding, and solve practical problems. If we can broadly connect to people near and far, in-person and online, we are better positioned to take on the challenges that come our way today and tomorrow.

Government agencies, corporations, colleges, and schools can leverage these broad connection strategies as well. These expanded connection strategies can help them recruit more effectively, retain more successfully, and serve more meaningfully; in addition, they can increase reach, build loyalty, improve learning, and survive the most trying of times. In short, 2009 is no time to be an island—take the time to connect!

Well BalancedOur 24 hour access to tempting communication technologies and multimedia entertainment offerings presents a challenge. In difficult times, many people want escape. They want to find some way out of the mess we seem to be in. While getting away from it all is useful at times, this escapism taken too far can lead to problem avoidance—and even people avoidance.

Ed Hallowell’s Crazy Busy: Overstretch, Overbooked, and About to Snap is a sometimes painful look at this problem with kids, parents, schools, and communities. At times, we seem like a society on the brink of a collective attention deficit disorder—running by each other in airports and shopping centers talking and talking, but never to one another. As I noted in On the Road to DotCalm, as we fall prey to persistent partial attention (i.e., the divided mind) we need to slow down, stop the metaphorical car, and clean the windshield or else dangerous crashes can result. In Coffee Talk with Dad, I explore how the death of my father brought the need for this kind of balance into clear relief. Even though my sales numbers and article production might have been lower than normal that year, I’ll never regret the time I took to slow down and soak in those moments with my Dad.

Organizations will need to bring this mindful perspective to bear as well. While many will be tempted to move quickly, automate at all cost, drive all traffic to the web site, or rely solely on technical solutions, we need to remember that people count, relationships matter, and balance is essential in keeping us individually and collectively on a good path.

Service OrientedOne positive side effect of our major economic downturn is that many businesses suddenly care about customers again! We matter once more. Because there aren’t 100 people just like us coming through their doors or clicking on their links, our stock has risen. The survivors and thrivers in 2009 will be the people and organizations who have either had this kind of service orientation all along and have a loyal base as a result, or those who quickly learn that service matters and get their service acts in order.

In schools, colleges, and universities, embracing a service orientation means strong student services and careful attention to learning and engagement strategies. In corporations, we’ll see a renewed sense of urgency to get to know and better customize relationships and interactions. Regardless of the arena, expectations are higher than ever. Those we serve expect us to have better insight into their needs and higher standards of delivery.

Working, leading, and living with each other will have a service component as well. For many, the first instinct as the maelstrom rages will be “every person for themselves!” As Kent Keith, CEO of the Greenleaf Center, argues in The Case for Servant Leadership, we take on this selfish mantra at our peril. No matter how tough things get, we’ll be much better off if we lift our narcissistic, selfish veil and look to see how we can best serve those with whom we live and for whom we work in 2009.

“In times of drastic change, it is the learner who inherits the future. The learned usually find themselves equipped to live in a world that no longer exists.”

Continuing to learn is an expression of humility. It shows that we are willing to empty our cup a bit and open ourselves to something new. It is also an expression of courage—what I’ve called rookie courage. You have to once again step into a moment, or an environment, where you’re uncertain, not in control, and vulnerable. You have to admit you are not the expert.

But the results of these courageous and humble acts of learning are renewing, energizing, and almost always open new doorways. And it’s good for our health! I once had a neuroscientist tell me that given how the brain works, if you want to stave off Alzheimer’s and dementia, you should strive to “be a rookie every year.” It is in these learning moments that our brain is at its best.

It is the courage and humility to learn that we are seeing today in displaced workers going back to school, smart professionals retooling for the road ahead, and learning organizations investing in R&D that will enable us to take on the challenges of the coming year—not to mention the years to come. The individuals and organizations courageous and humble enough to reach out, ask for help, and open themselves to new learning will be able to take on the turbulent times ahead in 2009; even as their learned colleagues curse the coming of the year.

Bringing Together our 2009 State of MindWe can’t sugar coat the challenges that are in our face and on the horizon. Indeed, it could get much worse before it gets better. However, it seems to me, that if we take on the year with a tough-minded, action-oriented, next-level, broadly connected, well-balanced, service-oriented, and courageously humble state of mind, we will be best positioned to make the most of what comes our way in 2009.

About Me

Living, learning, and serving in the worlds of education, philanthropy, business, non-profits, community development, and personal development. Serving in lots of ways---as an executive, board member, consultant, speaker, author, researcher, and teacher. If you want more, full bio at http://www.markmilliron.com/